Plurilingual Pedagogies at the Post-Secondary Level: Possibilities for Intentional Engagement with Students' Diverse Linguistic Repertoires

Autor/inn/en	Van Viegen, Saskia; Zappa-Hollman, Sandra
Titel	Plurilingual Pedagogies at the Post-Secondary Level: Possibilities for Intentional Engagement with Students' Diverse Linguistic Repertoires
Quelle	In: Language, Culture and Curriculum, 33 (2020) 2, S.172-187 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Viegen, Saskia) ORCID (Zappa-Hollman, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2019.1686512
Schlagwörter	Teaching Methods; Multilingualism; Language of Instruction; English; English (Second Language); Foreign Countries; Linguistic Theory; Code Switching (Language); Language Variation; Semiotics; Language Usage; Language Minorities; Second Languages; Immigrants; Bilingualism; Comparative Analysis; Universities; Educational Experience; Second Language Learning; English for Academic Purposes; College Faculty; Teacher Attitudes; Student Attitudes; Foreign Students; Engineering Education; Global Approach; Intercultural Communication; Masters Programs; Graduate Students; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Linguistische Theorie; Sprachenvielfalt; Semiotik; Sprachgebrauch; Sprachminderheit; Second language; Zweitsprache; Immigrant; Immigrantin; Immigranten; Bilingualismus; University; Universität; Bildungserfahrung; Zweitsprachenerwerb; Fakultät; Lehrerverhalten; Schülerverhalten; Ingenieurausbildung; Globales Denken; Interkulturelle Kommunikation; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kanada
Abstract	This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise 'translanguaging spaces' [Li, W. (2018). Translanguaging as a practical theory of language. "Applied Linguistics," 39(1), 9-30. doi:10.1093/applin/amx039], wherein educators and students mobilise a range of semiotic resources for teaching and learning purposes. From a monolingual paradigm, such practice is often seen as interference or deficit; however, from a multilingual paradigm, this practice is seen as legitimate and unrestricted, with students free to use their linguistic resources as they wish to their own benefit. To conceptualise and analyse engagement with multilingual practice, we draw on Cenoz and Gorter's [(2017). Minority languages and sustainable translanguaging: Threat or opportunity? "Journal of Multilingual and Multicultural Development," 38(10), 901-912. doi:10.1080/01434632.2017.1284855] distinction between 'spontaneous' and 'intentional' translanguaging. To assist faculty to observe, act and reflect on implementation of plurilingual pedagogies, we propose a three-dimensional matrix comprising axes of (1) faculty- and student-initiated; (2) planned and spontaneous engagements with plurilingualism; and (3) plurilingualism as either a scaffold or a resource for curriculum, pedagogy and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01